Evaluating the Efficacy of Video-Based Instruction (VBI) on Improving Social Initiation Skills of Children with Autism Spectrum Disorder (ASD): A Review of Literature

Kabashi, Lema; Kaczmarek, Louise A.

doi:10.1007/s40489-016-0098-5

Cited by 16 publications

(12 citation statements)

References 44 publications

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“…Bellini et al [14] and Buggey [16]) that video self-modeling is an effective intervention in improving social initiations. However, as noted in the review by Kabashi and Kaczmarek [20], it is not atypical to use additional strategies in the activity session when video self-modeling alone fails to promote the target behaviors, as was the case with this study. The additional strategy used in this study was video feedback in which the experimenter pointed out the participants' exemplary behaviors while showing the same video that had been shown prior to the activity session.…”

Section: Discussionsupporting

confidence: 54%

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Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Kabashi¹,

Kaczmarek²

2017

Autism Open Access

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The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers.

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Section: Discussionsupporting

confidence: 54%

“…The number of independent mands remained high in all three sessions (M=16; range, [12][13][14][15][16][17][18][19][20][21]. He also greeted the peer at the start of each session.…”

Section: Lilymentioning

confidence: 99%

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Kabashi¹,

Kaczmarek²

2017

Autism Open Access

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“…However, there was large variation across and within individual studies and sample sizes were small [Hong, Kawaminami, et al, 2018;Neely et al, 2016]. This variation within and across studies has been highlighted by several other reviews [Jung & Sainato, 2013;Kabashi & Kaczmarek, 2017;Neely, Garcia, Bankston, & Green, 2018;Shukla-Mehta, Miller, & Callahan, 2010;van der Meer & Rispoli, 2010;Whalon, Conroy, Martinez, & Werch, 2015]. Overall, the experimental and single-subject design literatures do not currently support a pervasive lack of generalisation in autism following intervention, but methodologies vary and findings are inconsistent.…”

Section: Introductionmentioning

confidence: 99%

Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism

et al. 2020

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Researchers have generally considered autistic individuals to have difficulties generalising learned skills across novel contexts. Successful generalisation is necessary for an intervention to have benefits in everyday life beyond the original learning environment. We conducted a systematic review of randomised controlled trials of early social communication interventions for children with autism in order to explore generalisation and its measurement. We identified nine RCTs that provided evidence of initial target learning and measured generalisation, of which eight demonstrated at least some successful generalisation across people, settings, and/or activities. The findings did not support the widely reported generalisation ‘difficulties’ associated with autism. However, generalisation was not consistent across all skills within studies, and one study found no generalisation despite evidence for initial target learning within the intervention context. In general, there are few methodologically sound social communication intervention studies exploring generalisation in autism and no consensus on how it should be measured. In particular, failure to demonstrate initial learning of target skills within the intervention setting and an absence of formal mediation analyses of the hypothesised mechanisms limit current research. We outline a framework within which measurement of generalisation can be considered for use in future trials. To maximise the effectiveness of interventions, the field needs to gain a better understanding of the nature of generalisation among autistic individuals and what additional strategies may further enhance learning. Autism Res 2020, 13: 506–522. © 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. Lay Summary It is generally considered that autistic individuals experience difficulties applying things they have learned in one context into different settings (e.g. from school to home). This is important to consider for intervention studies. Our review does not support a complete lack of generalisation but instead suggests that after early social communication intervention, autistic children can transfer some skills to new contexts. Overall, there is limited research in this area and further work is needed.

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“…These modifications did not change core components of the intervention, nor did they result in an increase in the number of question-asking initiations. The use of additional strategies (e.g., reinforcement, self-management, prompting) are very common in video-based instruction [15][16][17][18][19][20][21][22][23][24] because they do not change the core components of the intervention.…”

Section: Limitationsmentioning

confidence: 99%

Promoting Question-Asking Initiations to Peers in Young Children with Autism Spectrum Disorder (ASD) Using Video-Based Instruction

Kabashi¹,

Epstein²

2017

J Child Dev Disord

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The aim of this study was to promote question-asking initiations of young children with Autism Spectrum Disorder (ASD). Participants in this study were two boys, a first grader and a kindergartner. A multiple baseline single subject study design explored the efficacy of video selfmodeling with video feedback delivered via iPads. New video vignettes of participants displaying the target behavior with peers were created and utilized throughout the implementation of the intervention. Results showed an increase in appropriate question-asking initiations with peers for both participants. One of the participants maintained the skills one month after the intervention was withdrawn. Social validity findings indicated positive results related to question-asking initiations as well as other social skills.

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Evaluating the Efficacy of Video-Based Instruction (VBI) on Improving Social Initiation Skills of Children with Autism Spectrum Disorder (ASD): A Review of Literature

Cited by 16 publications

References 44 publications

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism

Promoting Question-Asking Initiations to Peers in Young Children with Autism Spectrum Disorder (ASD) Using Video-Based Instruction

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